Activity Title - "Did You Know That ... ?"

Goal/Objective

Students will read and be able to find adjectives and descriptive phrases that communicate imagery in informative essays. They will be able to summarize a magazine article, giving picture details. In addition, they will demonstrate the ability to distinguish fact from opinion.

Lesson Outline

This is a cross-curriculum activity, involving both the science and social studies content areas.

Introduction

Distribute magazines to students and allow them to select an article of particular interest to them. Instructor will provide activity's focus and purpose.

Activity

Students will read a selected article and record information as instructed. Afterwards, teacher will lead discussion of volunteer responses and give mini-lesson on adjectives and descriptive phrases that communicate imagery. Instructor gives background information on brain-hemisphere differences and how the writing of students can be made more effective with a conscious application of this knowledge. Students look for opinions expressed in their articles. Responses are explored.

Debriefing/Evaluation Activity

Students write a half-page summary of their article, giving enough "picture details" that others will want to read it.

Materials, Texts, Realia, Handouts

Extension Activity

Students will write informative essays on a topic of their choice, using vivid descriptive imagery.

ESE Accommodations

Real-Life Connection

The ability to see mental pictures (imagery) enhances both comprehension and enjoyment.

Activity Title - "Did You Know That ... ?"

Introduction

Say: Today I have brought to school some old children's science and simplified National Geographic magazines, containing many pictures and short articles about animals and other topics of interest. Select an article from one of the magazines that interests you. As you read, jot down words and phrases that create a vivid picture in your mind. I am giving you 10 min. for this activity.

Main Activity

Students will read their articles and record information. At the end of the time, the teacher calls on volunteers to give individual responses. Teacher gives mini-lesson on adjectives and descriptive phrases to communicate imagery in the mind of the reader.

Say: Decoding words is a left-brain skill, but picturing what the words are about is a right-brain activity. A skilled author knows how to use words to paint pictures and, in doing so, provide supporting details. The article you have just read is called an informative essay. These kinds of essays sometimes mix facts and opinions. Scan the article again to determine if opinions are expressed.

Teacher calls on volunteers and explores responses.

Closure/Conclusion

Say: Now write a half-page summary of your article, giving enough "picture" details so that others will want to read it. Begin your writing with the question, "Did You Know That.?"

Follow-up lessons/Activities

Tomorrow these will be read aloud in small groups. Students will choose a new article to read, based upon the interest and impact of its written summary.